Site Report

For those of you that are interested, and don't really get what I did in two years here, I present my site report. It's a detailed summary I had to write for Peace Corps on the demographics, physical and cultural environment, education-related work and secondary activities of my site. It has a lot of detail that I probably never mentioned on here, and gives a more in depth view of what it's really like to be a Peace Corps volunteer in a rural Zambian village.

(Some names and identifying features have been changed for privacy.)

SITE REPORT

MUMANA LUPANDO VILLAGE

KASAMA DISTRICT, NORTHERN PROVINCE

REPUBLIC OF ZAMBIA

APRIL 2009 – APRIL 2011



Executive Summary

Nicole Barren arrived in Zambia in February 2009. After two months of intensive technical, cross-cultural, medical, and language training, she was posted to Mumana Lupando village in the Kasama district of Northern Province as a second-generation Peace Corps volunteer. She replaced John Eli (RED ’07).
Ms. Barren worked in Lupando zone under the Rural Education Development (RED) project. She worked extensively with teachers at the Mumana Lupando Pre-school, taught adult literacy classes, and facilitated HIV/AIDS education with pupils as part of her primary work. She also engaged in a plethora of secondary activities including water and sanitation work, soya bean promotion and cooking demonstrations, HIV prevention activities with adults, and implementation of a redistribution programme for condoms and the oral contraceptive pill.

Demographics

Lupando zone is roughly 80 kilometres by 80 kilometres, with an adult population nearing 15,000. Due to its size; the difficulty of traveling to some of the most remote schools; and conflicts between Munkonge Basic School, the zonal centre school, and Mumana Lupando Basic School, the true spatial centre of the zone; there has been discussion about breaking it into two separate zones.
Ms. Barren lived in Mumana Lupando village, 84 kilometres west of Kasama in the Munkonge chiefdom. Mumana Lupando has an adult population of less than 2,000 people. The village proper stretches for one kilometre east and west down Luwingu Road, then extends for up to five kilometers north and south, deeper in the bush. Main landmarks in the village include the basic school, five churches of different denominations, and a handful of small shops stocking very basic supplies.
Ms. Barren lived with her husband, Christopher Audette, a LIFE volunteer, beside the Mwene family. The family consisted of a father (Moses), a mother (Linda), and eight children: Mary (daughter, age 19), Kabwe (son, age 17), Chileshe (daughter, age 15), Mwenya (adopted son, age 12), Patience (daughter, age 10), Musa (daughter, age 7), Juliette (daughter, age 4), and Kandy (daughter, age 7 mos).
Mumana Lupando consists of people from the Bemba and Lungu tribes. Most families have been there for several generations, although some are first or second generation to the village.
Ms. Barren lived in a house that was roughly one kilometre from Luwingu Road, which connects to Kasama. She was able to wait on the roadside and hitchhike to Kasama on canter trucks or private vehicles. Sometimes she had to only wait a few minutes before getting a ride, other times she waited as long as five hours. When Ms. Barren arrived, only 20 kilometres of the road closest to Kasama was paved. The rest of the road was in very poor condition, and traveling time from the village to Kasama took around 3 hours. In February, the road was finally paved and it now takes only an hour to reach the boma.
Ms. Barren’s side of the village did not have cell phone service or radio signal. However, there were a few spots on the road where one could stand to get service, depending on the day. The service was reliable for SMS text messaging, but less reliable for calls.

Physical Environment

Ms. Barren’s house was part of a larger section of Mumana Lupando village housing the Mwene family. It used to house Moses Mwene’s family, but was being used for storage for several years until PCV John Eli arrived in 2007. Moses Mwene was able to save up enough money to buy a pickup truck and build a large house with iron sheet roofing, and lived 30 meters away from Ms. Barren. The rest of the houses, about 50 meters away from each other, belonged to brothers of Moses Mwene, their children, and other relatives.
The closest water source for the majority of Ms. Barren’s service was a small, open spring which served as the headwaters of a small stream about 200 meters from her house. Two boreholes are located in other parts of the village, but were broken for most of Ms. Barren’s service. Concerned both by Mr. Eli’s struggles with water related health problems and the community’s uninspired attitude towards water hygiene, Ms. Barren and her husband boiled their drinking water, cooled it, and then filtered it. After an intensive community sensitization program about the importance of clean water and initiating a project to construct a protected spring box, water quality improved such that straight filtration was sufficient. Ms. Barren and her husband fetched their own water.
Mumana Lupando village is characterized mostly by trees, grasses, and shrubbery; the vegetation typical of miombo forest subjected to years of chitemene agriculture. Luwingu Road, which connects Kasama to Luwingu, cuts right through the middle of the village. The village slopes slightly down on either side of the road. On each side about 1 kilometer from the road are two large streams wich most people utilize for irrigation of gardens. From Luwingu Road, there are many small paths circulating throughout the village. There is a small, seldom used government road leading south from Luwingu Road to another village, Mfuba, which then continues to Kapanda.
The nearest clinic, affiliated with the Catholic church, is 15 kilometers away in Lubushi village. Construction began on a new clinic in Mumana Lupando in December of 2010, but due to the slow pace of the work, it is likely to be a few years before the building is completed and it begins serving the community. Mumana Lupando Basic school is located 1 kilometre from Ms. Barren’s home. There are several churches, the most prominent being the Catholic Church, 2 kilometers away from Ms. Barren’s house. Most meetings and village business take place either at the school or the Catholic Church. The headman’s home is located directly across Luwingu road from the school. Some meetings and dispute hearings take place there.
There are six basic schools and eight community schools within Lupando zone. Mumana Lupando is considered the spatial centre school, as far as meetings are concerned. The farthest school, Chasasha, is located 60 km away. The terrain to some of these schools is quite steep and paths are fairly rocky. Within the zone, only Mumana Lupando and Munkonge offer grades 8 and 9, which results in students from other villages either commuting long distances or boarding.

Cultural Environment

Ms. Barren resided in the Munkonge Chiefdom. The chief’s palace is located 20 kilometres away in Munkonge village. When Ms. Barren arrived, the chief was a young man. A year and a half into her service, he was transferred for disciplinary reasons, and an older chief took his place. This new chief is stern and a big change from the previous one.
CiBemba is the local traditional language spoken in the area. Only a handful of people communicated to Ms. Barren and her husband in English, so they learned ciBemba well out of necessity. It is likely that more people were conversant in English and were just afraid to use the language. The majority, however, spoke only ciBemba and many adults, mostly women, were not even literate in their mother tongue.
The traditional leaders are headmen. Each village in the chiefdom has their own headman, which are appointed by the chief and usually run along family lines. In Mumana Lupando, the headman was a hard of hearing man in his eighties named Michael Mubuka. He had only been schooled up to grade three, but was very friendly with Ms. Barren and her husband and supported them in their development work.
The most common religion in Mumana is Roman Catholicism, while two congregations of Pentecostal Assemblies, Seventh Day Adventists, and Jehovah’s Witnesses are also found. Most people are practicing Christians. In addition, belief in traditional witchcraft is rampant. Witchcraft is attributed to most unexplained illnesses and deaths. There are also a few traditional healers offering medicines made from herbs, plants, and wildlife.
Gender issues are the biggest cultural factor impacting educational practices. The people in Lupando zone, as well as nationwide, have a patriarchal culture which puts girls at a marked disadvantage. From grades 1-7, the number of female students is proportional to males. For grades 8 and 9 however, the number significantly decreases. Some of the female students become pregnant or marry, often through parental pressure, and drop out. Others cannot afford school fees and have to drop out so that their brothers can receive higher education in their place. There is also the problem of male teachers sleeping with their pupils.

Increased Quality of and Access to Education

SCHOOL TYPE DISTANCE HAVE WORKED WITH? TYPE OF WORK
Mumana Lupando Basic 1 km Yes HIV/AIDS education, SHN implementation, co-teaching, academic award ceremonies
Chisamba Community 5 km Yes PTO support, learning materials
Mfuba Community 6 km Yes Teacher training, PTO support
Nsange Community 10 km No
Mubanga Lupiya Community 10 km No
Kapanda Basic 18 km No
Munkonge Basic 18 km Yes Anti-AIDS Club
Johnny Chikula Community 23 km No
Kondamu Community 24 km No
Chanda Katebo Community 25 km No
Malonda Basic 28 km No
Mutale Munkonge Basic 35 km No
Kashinka Basic 43 km No
Chasasha Community 60 km No

During Ms. Barren’s service, enrollment has increased throughout the zone. In 2009, the Kasama DEBS Office mandated that only Mumana Lupando and Munkonge could offer grades 8 and 9, leading to an increase in enrollment at those schools. In December 2010, Chisamba community school was established, increasing the opportunities for forty pupils to receive access to education.

Capacity Building of Zone

Ms. Barren worked extensively to develop the capacity of the village’s pre-school for orphans and vulnerable children, the only such grade one preparatory school in the Munkonge chiefdom. She attended pre-school classes regularly to help the teachers out, observe instruction to see if they were utilizing concepts they were taught, and to build relationships with the children. She also coached the Parent Teacher Organization (PTO) in budgeting and proposal writing. As a result, the Pre-school received $200 through the Small Projects Assistance grant to hold a five-day long training workshop for the volunteer teachers. Two facilitators from the Kasama Pre-school Teacher Training College taught the teachers about important concepts and practices in early childhood education. This workshop inspired the Pre-school Teacher Training College to reach out to other village pre-schools, and the Mumana Lupando teachers increased class frequency and were able to teach more effectively.
She also developed over thirty learning aids using locally available materials and instructed teachers in their usage and replication.
The pre-school PTO, through Ms. Barren’s assistance, also wrote a proposal to receive books and educational materials through the Kasama Rotary club. This resulted in the donation of over 200 new or barely used books.
Ms. Barren taught English literacy classes to six men weekly for about a year. All students showed improvement in both competency and confidence. She did try to initiate CiBemba literacy classes for women in collaboration with a local man, but had problems with her counterpart making false promises and not listening.
Ms. Barren briefly began to co-teach grade 8 and 9 English classes at Mumana Lupando Basic school with help from the School Inset Coordinator, Mr. Malasha. However, she found that the majority of students were lacking even a basic competency in English language, which made it very difficult for her to teach. Ms. Barren did not have the confidence or language ability to lecture proficiently in ciBemba, and felt that translation defeated the purpose, so she stopped.
Ms. Barren also trained six teachers and two community leaders for School Health and
Nutrition (SHN) implementation at Mumana Lupando Basic school. Unfortunately, the teacher in charge of the programme, Mr. Phiri, received a transfer, so it was never implemented to its full potential. However, through this school-community partnership in improving health, a protected spring box was constructed.
Ms. Barren facilitated bi-yearly HIV educational sessions for 82 grade 7-9 pupils and life skills to grade 9 pupils, empowering pupils with the knowledge to prevent HIV and pregnancy and make positive decisions. She also tried to discourage the practice of teaching abstinence as the sole prevention method, as evidence shows this is ineffective and impractical in rural Zambia, where sex is seen as a bartering tool.
Ms. Barren taught the head teacher at Ilibwe community school learner-centred teaching methods, including games. He was very enthusiastic about what he learned. Shortly afterward, in September 2010, the Ilibwe community school shut down because parents weren’t paying school fees. Ms. Barren tried unsuccessfully to negotiate between the teachers and parents so that the children could learn. John Eli, Ms. Barren’s predecessor, reported similar problems with school fees at Ilibwe in 2008. This is likely to be an ongoing problem unless the village realizes what an asset the school is.
Ms. Barren had difficulties with the head teacher at Lusasa school, so she did not spend much time there. She did, however, work with the anti-AIDS club there. She helped them develop a skit which was performed for over 250 people.
Shortly after Ms. Barren was posted, the head teacher at Mumana, Mr. Kanya, received the transfer he had requested as the result of an explosive disagreement with parents in June 2008. Mr. Kanya was replaced by Mr. Muli, who lacked Mr. Kanya’s ambition for the community, although he was an agreeable counterpart when Ms. Barren took the initiative.
The zone is divided by a hot issue over which school is the true zonal centre school. This did create problems as Ms. Barren was viewed as Mumana Lupando’s volunteer. Mumana Lupando is spatially the true centre of the zone and the venue for many zonal meetings, but Munkonge is the zonal centre school recognized by the DEBS.

Community Investment in Education

Ms. Barren worked closely with the PTO at Mumana Lupando Pre-school to write a proposal, budget, and raise money for a $4000 Peace Corps Partnership Programme grant. This grant covered the cost of construction materials for a classroom building. Previously, students were learning in an ill-suited abandoned tuck shop, and were frequently moved around depending on the shop’s availability during harvest time. She also introduced the concept of and helped plan an Open House to sensitize parents and the community on the importance of early learning and preparation for grade one, and increasing parent support.
Ms. Barren also worked with the PTOs at Mfuba and Chisamba community schools to offer support and encouragement, especially in resolving conflict for the good of the students. The PTO was formed at Chisamba even before the insaka classroom was built, and still had a lot of enthusiasm and hope and obviously dedication, for they established a community school where previously young children had to walk 5 km to Mumana Lupando, the closest school. The organization has not had any training, but they comprehend their roles and were planning Income Generating Activities to support the teacher.
The PTO at Nswaswa Basic school has lost much of its enthusiasm, and often has difficulties in persuading its members to attend meetings. There has also been no trainings, and members understand in theory that they should support the teachers, but have a difficult time putting this into practice. One reason for this is that they are frustrated with the quality of education their children receive; teachers are frequently absent and spend more time in the boma than in the village. Many parents view education as a lost cause; they don’t see the benefits and it costs too much money.

Capacity Building with the DEBS

As a bush volunteer with a half-day’s journey to Kasama boma, Ms. Barren did not do much work with the District Education Board Secretary Office (DEBS), other than to brief them with quarterly reports and ask for occasional support. The DEBS did not do regular monitoring of schools during Ms. Barren’s service; they only visited Mumana Lupando Basic school once in two years, and never got as far as the community schools.
In the cold dry season of 2010, the Kasama DEBS, Mrs. K, unexpectedly died and was succeeded by Mary Kakasu. Mrs. Kakasu, like her predecessor, is very busy but relates well with PCVs.

HIV/AIDS Activities

Ms. Barren worked closely with the Mumana Youth Care and Supporting Group, a community group supporting orphans and vulnerable children (OVCs) in education and home-based care for HIV+ people and their families. The two primary home-based caregivers in the group, Allan Mwango and Catherine Chisha, attended President’s Emergency Plan for AIDS Relief (PEPFAR) training with Ms. Barren and her husband. Both got a lot out of the training and would suggest educational programmes or facilitate enthusiastically or add information while Ms. Barren facilitated.
In addition to facilitating sessions on HIV/AIDS with teenagers at the school, Ms. Barren also sought to reach adults in the community. With help from Mrs. Chisha and Mr. Mwango, she did multiple programmes with the Mumana Farming Co-op and Mfuba community members. For World AIDS Day 2010, she worked together with the Mumana Youth Care and Supporting Group to organize activities for over 200 people, including voluntary counseling and testing, a candlelight vigil, and games. During the FIFA World Cup in July 2010, she organized a football match (USA vs. Zambia) to raise awareness for HIV, with dramas and informational sessions during half time and between matches.
In Mumana Lupando, most people who know they are HIV+ are widows. Most children born HIV+ die before they reach school age, but several dozen more without the virus have lost parents to the opportunistic infections accompanying full-blown AIDS. There are two transient high-risk populations which have the potential to infect young women in the village, thereby increasing HIV prevalence in Mumana: bean traders that come during harvest season and road workers. These men typically have more disposable income than the typical man in the village, and have wives far away in their home towns, so they seek village women, who often don’t protest as they’re showered with gifts or money.
In response to this phenomenon and the prevalence of school girls hooking up with sugar daddies, Ms. Barren went to the worker's camp to educate 25 workers on the basics of HIV and prevention. She also supplied many condoms to the workers through her family planning redistribution programme.

Secondary Activities

When Ms. Barren arrived in Mumana Lupando, the closest clinic, 15 km away, was under the jurisdiction of the seminary and the Catholic Church. As a result, clinic officers were prohibited from handing out contraceptives, unless the individual was HIV+. Women in Mumana complained to Ms. Barren that they were “like animals, having baby after baby” and were unable to adequately space births for their and their babies healths, were contributing to household poverty, and were unable to control their own bodies’ reproductive capacity. In response, Ms. Barren stocked SafePlan, the Society for Family Health’s oral contraceptive pill, and resold it along with two counterparts for 200 kwacha for a month’s supply (4 cents). She also stocked free male and female condoms from Northern Health Education Programme. With the condoms, she found they were less likely to be used inappropriately (for bangles or balloons) if people came to her house to get them, rather than handing them out at events. At the first meeting in Mumana to introduce the correct usage of these methods, over one hundred and two dozen men came. Ms. Barren subsequently taught another two hundred women from three other villages about family planning.
Ms. Barren’s counterparts are enthusiastic about the difference they are making in the community and will continue to redistribute family planning for the same price after her departure. They have already made a plan to buy a large box of SafePlan and pick up condoms when they come to Kasama boma, about once every four months. After the completion of Mumana’s clinic, hopefully within a few years, the clinic can take over the programme.
Ms. Barren also taught budgeting skills to 35 individuals in order to prevent economic hardship, seasonal hunger, and to encourage saving for school fees as an additional secondary activity. She conducted these sessions with her host father, the Mumana Farming Co-op, and the Chisamba PTO.
Ms. Barren collaborated with her husband on one project; soya bean seed distribution and cooking demonstrations. Most children are malnourished and don’t receive enough protein. Ironically, some farmers were already growing soya beans, but rather than improving their families’ nutrition, they were feeding it to their animals. This was because no one knew how to cook soya beans or fully understand their importance for food security and nutrition. Ms. Barren encouraged her women’s group to grow soya beans, then held a cooking demonstration for the community in which she prepared several soya bean products using locally available food items. She also printed recipes in ciBemba. As a result, 60 households are implementing these techniques.
Ms. Barren also spoke about nutrition in conjunction with her husband’s permaculture gardening demos.
Upon her arrival at site, 20 households and the basic school were using an open spring contaminated by free range pigs, human feces, and rain water from uphill. The village had two boreholes, but these were not functioning and no one in the village knew how to fix them. Ms. Barren facilitated sensitization on water and sanitation repeatedly to her section of the village, initiated a door to door campaign to reach the whole village, and reached mothers during a monthly United Care International baby weighing. She also redistributed Clorin (water purification chlorine) from the Society for Family Health. This project culminated in a $500 grant from Appropriate Projects to construct a protected spring box so that the community can have a sustainable, safe water source.
When not demonstrating gender roles as she went about her daily life, Ms. Barren also met with a women’s group once a month and taught them about HIV/AIDS, heat retention cooking, IGAs, crafts, and nutrition. She was also a member of a planning committee for a district-wide Girls Leading Our World (GLOW) camp. She organized logistics and facilitated sessions on gender equality, sexuality, and goal setting for a five-day sleep-away camp attended by 21 teenage schoolgirls and 10 teachers.

Recommendations

Since the beginning of 2011, transportation on Luwingu Road is no longer the problem it once was, so there is great potential for future sites for PCVs.
There will be a LIFE replacement volunteer in neighboring Kaseke village, and if that volunteer has the interest, a GLOW specific or just a girl’s club could be formed in Mumana Lupando. One community member, Joanna Chanda, attended Camp GLOW as an adult leader, but unfortunately all three girls that attended transferred shortly afterward. Young women in the village could greatly benefit from increased sensitization on life skills.
There is also always the potential for more soya bean promotion in farther flung villages. Lubushi village especially is sensitized to PCVs and has a highly motivated farming co-op.
In Mumana Lupando village, Ms. Barren was hard-pressed to find a more motivated, eager counterpart than Allan Mwango, who often ended up motivating her instead of the other way around. As a jack of all trades, a volunteer can work with him on projects involving the pre-school, HIV prevention, health, or farming. Catherine Chisha was also a great help and a good friend. BanaMaria Kulu attended a Permaculture Gardening workshop as Ms. Barren’s counterpart, and although she doesn’t speak English, she speaks ciBemba in a way easy to understand.
Ms. Barren had one safety and security issue around 6 months after she arrived at site. Her house was broken into while she was away. The youth who did it was apprehended and taken to the Kasama Police, but was later released and proceeded to break into two tuck shops. Since this incident, a guard always slept in her house while she was away, and there were no further problems.